Background of the Study

The academic minor in Lesbian, Gay, Bisexual, Queer, Transgender and Sexuality

Studies offers an interdisciplinary approach to sexuality that includes topics such as

recognizes them as historically variable and culturally specific. With the contributions of

empirical research, feminist scholarship, and queer theory, the minor acquaints students

with the history of sexuality and understanding the formation of sexual identities and

sexuality.

“LGBTQ” stands for “lesbian, gay, bisexual, transgender, and queer”. Sometimes a

“2” for “two-spirit”, “I” for “intersex”, another “Q” for “questioning” and an “A” for

“ally” (meaning someone who does not identify as, but is supportive of, any of the

categories above) are added to the acronym.

We all have a sexual orientation and a gender identity, and this shared fact means

that discrimination against members of the Lesbian, Gay, Bisexual and Transgender

community, based on sexual orientation and/ or gender identity, is an issue that

transcends that community and affects all of us. Queer is an umbrella term for sexual and

gender minorities who are not heterosexual or not cisgender. Originally meaning

"strange" or "peculiar", queer came to be used pejoratively against those with same-sex

desires or relationships in the late 19th century.

From about 1988, activists began to use the initialism LGBT in the United States.

Not until the 1990s within the movement did gay, lesbian, bisexual and transgender

people gain equal respect.

2
 The initialism LGBTTQQIAAP (lesbian, gay, bisexual, transgender, transsexual,

queer, questioning, intersex, asexual, ally, pansexual) has also resulted, although such

initialisms are sometimes criticized for being confusing and leaving some people out, as

well as issues of placement of the letters within the new title. Lesbian, gay, bisexual, and

transgender (LGBT) social movements is a political ideology and social movement that

advocate for the full acceptance of LGBT people in society.

In this course you will develop an understanding the dual academic and activist

histories of LGBTQ scholarship. We will interrogate how feminist and critical race

methodologies inform and intersect with LGBTQ studies. You will encounter diverse

mediums of fiction, non-fiction, history, theory, and popular culture and become active,

critical scholars of LGBT representation. This course will develop your ability to read a

variety of cultural texts, both written and visual, closely and critically. You will analyze

these texts in ways that will engage and challenge your personal experience, the

perspectives of experts, and different ways of thinking about the world around you. The

work we do in this course will build on your reading and writing skills, providing tools

employed in college reading and writing across multiple disciplines.

When discussing the term “transgender,” it is useful to begin by examining the

concept of gender. We begin by separating sex from gender. Sex refers to biological and

physical characteristics that are linked with being labeled male or female. Sex is labeled

at birth, usually on the basis of genitalia and/or chromosomes. Gender refers to the

combination of characteristics, expectations, and roles usually associated with biological

sex – often placed on a spectrum between masculine and feminine. The concept of gender

is complicated because most aspects of gender are social constructs that vary across time

3
and culture. For example, gender presentation (appearance, clothing, mannerisms, and

behaviors) and gender roles (social roles, occupational choices) vary widely depending

on the culture and era.

A central aspect of gender is gender identity. Gender identity is the self-image that

one has about one’s own gender as masculine, feminine, or otherwise. Often, people

assume that gender identity is congruent with biological sex; they believe that a female

will identify as feminine, and a male will identify as masculine. However, this is not true

for everyone, since some people with male biology feel strongly feminine, and some with

female biology feel themselves to be masculine. Others do not consider their gender to be

either feminine or masculine, but a blend of both; still others feel that they are neither

masculine nor feminine, but some other third gender. It is important to remember that

gender is a malleable and variable category.

Statement of the problem

Statement of the problem Main problem: How the senior high school students of

Laguna College in San Pablo city, Laguna deals with lesbians, gays or bisexuals in

school.

1. Are senior high school students aware of the increasing population of the LGBTQ

individuals?

2. How do senior high school students handle the situation of having an LGBTQ member

in their family? If ever they have.

4
3. How does a LGBTQ individual manage to ignore the discrimination?

4. Do senior high school students get along with the LGBTQ individuals?

5. Why do some of the students tend to bully an LGBTQ individual?

Hypothesis

This study will show the perspective of Senior high school students about the

LGBTQ. This study will answer our main problem on how the students deal with their

lesbians, gays and bisexuals friends, relatives and members of the family. This study will

show how we look the LGBTQ as an individual person. This will help on understanding

the LGBTQ.

CONCEPTUAL FRAMEWORK

INPUT PROCESSING OUTPUT

-The respondents of this -The researchers decided to do -The survey will be done

research are the Grade 12 a survey by giving room to room. The

senior high school questionnaires to the selected researchers will go to every

students from different respondents. The questionnaire room to gather information.

strands. The respondent includes all the needed

ages starts from 17 up to questions to gather enough

18 years of age. information for the researcher

content.

5
 We are to distinguish, and define the perspectives of the Grade 12 Senior high school

student. By using the Conceptual Framework, our input would be the random selected

respondents in Grade 12 SHS ages starts from 17 up to 18 years of age. For the process,

we decided to do a survey and give questionnaires to answer. We will tally up all the

information that we gathered.

Significance of the Study

The youth will surely benefit in this study especially for those who are lesbians, gays

and bisexuals. Students will benefit in our study onto know their limits and to gain more

knowledge about the LGBTQ community.

This study will broaden the society's knowledge and help them accept the fact that

homosexuals are human beings also. It will open up the minds of the people to be more

open minded about the LGBT community and their rights in the world. Especially the

youth who are part of LGBT that is abused by their parents, friends and strangers? All of

the students will benefit in our study not just the Senior High school students.

Scope and Limitation

This study will only focus on how other students deal with the members of LGBTQ

in Senior high school in LC in San Pablo city, Laguna.

6
 It will not include Junior high school, elementary, and college. It will not include

other schools around San Pablo. It will not also include the religion, age, height, weight

and other information other than their sexuality.

7
Definition Of Terms:

Acquaint - Make someone aware of or familiar with.

Cisgender - Denoting or relating to a person whose sense of personal identity and gender

corresponds with their birth sex.

Genitalia - The male or female reproductive organs. The genitalia include internal and

external structures. The female internal genitalia are the ovaries, Fallopian tubes, uterus,

cervix, and vagina. The female external genitalia are the labia minora and majora (the

vulva) and the clitoris. The male internal genitalia are the testes, epididymis, and vas

deferens. The male external genitalia are the penis and scrotum.

Homophobia - Dislike of or prejudice against homosexual people

Malleable - easily influenced; pliable.

Oppression - Prolonged cruel or unjust treatment or control.

8
 It is important to remember that gender is a malleable and variable category. People

who defy gender norms have existed in every culture throughout time. However, the term

“transgender” is relatively new, dating to the mid-1990s. Often, transgender people are

not well understood by the general population. It is useful to think of the word

“transgender” as an umbrella term that encompasses a number of people who live

substantial portions of their lives expressing an innate sense of gender other than their sex

assigned at birth. This includes transsexuals, cross-dressers and people who feel like their

biological sex fails to reflect their true gender. People who do not identify as transgender

can be called “cisgender,” meaning that they identify with the sex assigned at birth.

Some transgender people report feeling that they were born in the wrong body. For

this reason, some transgender people choose to have surgery to take the physical form of

their desired sex.

This person is sometimes called a post-operative transsexual. Someone can also be

pre-operative, or can choose never to have surgery (in this case, she or he might be

known as “non-op”). Hormones are used to promote secondary sex characteristics, such

as breast tissue or facial hair. Often, the word “transitioning” is u sed to describe the

period of moving away from one’s assigned sex. Physical transitioning may describe

surgical, hormonal, or other changes to one’s body. Socially transitioning may describe

legally changing one’s name, asking friends to use a chosen pronoun, and other acts of

disclosure. If specifying that someone is trans is necessary (although it usually isn’t), the

following terminology should be used: someone who formerly identified as a woman and

who now identifies as a man is known as a FTM (female-to-male) transsexual, a trans-

man, or a transgender man. Likewise, someone who formerly identified as a man and

10
 who now identifies as a woman may be labelled a MTF (male-to-female) transsexual,

a trans woman, or a transgender woman. It is extremely important to remember that MTF

people are women, just as FTM people are men. Addressing transgender people the way

they prefer to be addressed (including chosen name and preferred pronouns)

demonstrates respect. Some transgender individuals may choose to use gender-neutral

pronouns, such as “ze/hir/hirs,” as in the sentence “That book is hirs. Ze brought hir

favourite book.” Other pronouns are in use; the best way to find out someone’s preferred

pronoun is to simply ask.

Transgender people may identify as lesbian, bisexual, gay, heterosexual, or some

other sexual orientation. Having experienced discrimination, prejudice, oppression, fear

and shame, they share commonalties with LGB people. Like LGB people, transgender

individuals should not have to hide who they are in order to have safe and satisfying

lives.

Related Literature

LGBT Communities and Domestic Violence

Author: National Resource Center on Domestic Violence

From the sources that I have read, it is deeply explained that the people who identify

as “lesbian” or “gay” usually have primary intimate relationships with partners of their

own gender and people who identify as “bisexual” usually have primary intimate

relationships with partners of the same or different genders. This direction of a person’s

sexual attraction is considered sexual orientation. “Trans”, on the other hand, is not a

11
sexual orientation, it is a gender identity. Gender identity involves all the ways

individuals experience themselves as being female, male or something else.

It is also said on this study that trans has become an umbrella term for people who

experience the gender they identify with as different from the biological gender they were

born with, or who in some way transgress the restrictive gender boundaries and

expectations of the dominant culture. Trans people may be lesbian, gay, bisexual,

heterosexual or something else. Therefore, the descriptors “same-gender” and “gender-

variant,” used with the term “relationship,” means intimate relationships between and

with people who identify as lesbian, gay, bisexual or transgender.

Homophobia is a cultural construct, not a phobia in the clinical sense. It is a

combination of at least three deeply ingrained prejudices: a general mistrust and dislike

of difference, an aversion to same-gender sexual activity and an aversion to people who

appear to blur or violate traditional gender roles. The expressions of homophobia differ

depending on the degree and type of prejudice held, and range from personal discomfort

to outright violence to systematic institutional discrimination against those perceived to

be non-heterosexual or defying gender norms.

To understand the meaning of heterosexism, on this study they found out that the

cultural assumption is that everyone is heterosexual and that it is the “correct” way to be.

It perpetuates the idea that people who are not heterosexual are somehow unnatural

or at least less important and are perhaps responsible for their own oppression. The

cultural assumption of universal heterosexuality bestows privileges on those assumed to

be heterosexual, while rendering invisible or punishing those who are not.They gave an

12
example, stated that many information forms give only the options of married, divorced,

or single to define relationship status, refusing to acknowledge same-gender or gender-

variant relationships. Men holding hands or kissing in public is considered a flagrant

display of sexuality (and may be risking open attack), but there is no such censure of

public displays of affection by a heterosexual couples.

EQUALITY, DIVERSITY AND RIGHTS IN HEALTH AND SOCIAL CARE

Author: Office for Civil Rights, Cambridge Technical

Understand concepts of equality, diversity and rights in relation to health and social care

On this research study, it is presented for all tutors that should guide learners for

example LGBT individuals through the concepts of equality, diversity and rights in

relation to health and social care. It is suggested that group discussion would be useful in

identifying perceptions of difference in society and the value of diversity that the nature

of difference brings.

The value of diversity presented by this article could be highlighted and

demonstrated by presenting the group with some examples of the various contributions

made by different cultures, for example the music, food, literature and art that enrich our

society.

In order to contextualize issues of equality, diversity and rights they said that the

knowledge and experience of guest speakers could be utilized. It is explained, when a

member or

13
 Leaders could address the relevant information in terms of their own job roles and

professional experience or opinion. Learners should be asked to generate a list of

pertinent questions they would like to ask in relation to the learning outcomes of the

topic. The values of care could be considered through the use of case studies or possibly a

guest speaker, such as a psychologist or college counselor, who would be able to give

real life examples of care values in practice in their day-to-day work. Know

discriminatory practice in health and social care.

To reflect on their own attitudes and prejudices learners could be sensitively

encouraged, or those of others that they may have experienced or observed. It is

suggested in order to give learners an insight into discriminatory practice that can occur,

news articles and documentary programmers could be used. This may be bullying on an

individual level or the inadequate provision of services on an institutional level. It is

stated that learners should be guided in discussing the differences between direct and in-

direct discrimination, so as to appreciate the subtleties as well as the overt nature of

discrimination. Then, it is enumerated that case studies, scenarios and role play would

provide learners with opportunities to explore the important factors relating to

discriminatory practice in health and social care. These delivery methods could be

implemented in a way that gives learners an insight into the wide ranging effects of

discrimination on people who use services.

Understand how national initiatives promote anti-discriminatory practice in health

and social care.

It stated that learners should understand how national initiatives can promote anti-

discriminatory practice. Relevant Legislation, regulation, codes of practice, policies and

14
procedures should be introduced and reviewed in order to help learners understand the

role the legal requirements can play in supporting anti-discriminatory practice. These

could include for example confidentiality, equal opportunities, and health and safety

policies. Policies can often be found on the websites of local health, social care or early

year’s organizations, or the school/college policies could be used to provide real

examples.

HIV disproportionately impacts segments of the LGBTQ community.

According to the U.S. Centers for Disease Control and Prevention (CDC), there are

1.2 million people living with HIV (PLWH) in the United States, and approximately

40,000 people were diagnosed with HIV in 2015 alone. While the annual number of new

diagnoses fell by 19% between 2005 and 2014, progress has been uneven. For example,

gay and bisexual men made up an estimated 2% of the U.S. population in 2013 but 55%

of all PLWH in the United States. If current diagnosis rates continue, 1 in 6 gay and

bisexual men will be diagnosed with HIV in their lifetime. For Latino and Black men

who have sex with men, the rates are in 1 in 4 and 1 in 2, respectively.

Transgender people have also been hit especially hard by the epidemic despite

comprising a similarly small percentage of the U.S. population.

While better data is needed to understand the full impact of HIV on the transgender

community, one international analysis found that transgender women in certain

communities have 49 times the odds of living with HIV than the general population.

Although HIV prevalence among transgender men is relatively low (0-3%) according to

15
the CDC, some data suggest transgender men may still yet be at elevated risk for HIV

acquisition.

Discrimination against LGBTQ people makes us particularly vulnerable to HIV.

In most states, it is perfectly legal to discriminate against someone on the basis of

their sexual orientation or their gender identity in one or more aspects of their life,

including employment, housing, and public accommodations. Explicit non-discrimination

protections based on sexual orientation or gender identity do not exist at the federal level

either.

Dealing with the potential consequences of bias and discrimination – job loss,

homelessness, lack of healthcare insurance – often results in LGBTQ people engaging in

behaviors that facilitate the spread of HIV. For example, in the face of persistent

employment discrimination, many transgender women are left with few other options but

to engage in survival sex work in order to meet their most basic needs. According to a

2015 survey of more than 27,000 transgender people, “The rate of HIV [diagnosis]

was...five times higher among those who have participated in sex work at any point in

their lifetime” than among those who have not.

Anti-LGBTQ bias further enables the spread of HIV by discouraging many in our

community from getting tested or treated for HIV for fear of harassment. A 2014 Kaiser

Family Foundation survey of gay and bisexual men in the U.S. found that 15% of them

had received poor treatment from a medical professional as a result of their sexual

orientation, and least 30% did not feel comfortable discussing their sexual behaviors with

a healthcare provider. For gay and bisexual youth who are just beginning to explore their

16
sexuality, homophobia and other forms of anti-LGBTQ bias help explain why so many

young people in our community are unaware of their HIV status.

Such rampant levels of anti-LGBTQ bias is particularly worrisome when so few

PLWH in the U.S. seem to have the virus under control. Of the 1.2 million people living

with HIV in the U.S. in 2011, only 30% of them had consistently taken their medication

and were able to lower the amount of HIV in their bodies to undetectable levels. While

undetectable, a person living with HIV remains in good health, and it is virtually

impossible transmit the virus to a partner. Prevention options (e.g., condoms, Pre-

Exposure Prophylaxis) exist for those in relationships where one partner is not yet

undetectable.

Related Studies

LGBTQ YOUTH

Author: YRBS (CDC) LGBTQ Community

Historically, YRBS and other studies have gathered data on lesbian, gay, and

bisexual youth but have not included questions about transgender and questioning/queer

youth. As that changes and data becomes available, this content will be updated to

include information regarding transgender and questioning/queer youth.

Most lesbian, gay, bisexual, (LGB) youth are happy and thrive during their

adolescent years. Having a school that creates a safe and supportive learning environment

for all students and having caring and accepting parents are especially important. Positive

environments can help all youth achieve good grades and maintain good mental and

17
physical health. However, some LGBT youth are more likely than their heterosexual

peers to experience negative health and life outcomes.

For youth to thrive in schools and communities, they need to feel socially,

emotionally, and physically safe and supported. A positive school climate has been

associated with decreased depression, suicidal feelings, substance use, and unexcused

school absences among LGB students.

Compared with other students, negative attitudes toward LGB persons may put these

youth at increased risk for experiences with violence.

‘Violence’ can include behaviors such as bullying, teasing, harassment, and physical

assault.

According to data from the 2015 national Youth Risk Behavior Survey (YRBS), of

surveyed LGB students:

· 10% were threatened or injured with a weapon on school property

· 34% were bullied on school property

· 28% were bullied electronically

· 23% of LGB students who had dated or went out with someone during the 12 months

before the survey had experienced sexual dating violence in the prior year

· 18% of LGB students had experienced physical dating violence

· 18% of LGB students had been forced to have sexual intercourse at some point in their

lives.

18
WHAT SCHOOLS CAN DO TO SENIOR HIGHSCHOOL STUDENTS WHO

HAVE LGBT FRIENDS, AND STUDENTS THAT ARE ONE OF LGBT:

Schools can implement evidence-based policies, procedures, and activities designed

to promote a healthy environment for all youth, including LGB students. For example,

research has shown that in schools with LGB support groups (such as gay-straight

alliances), LGB students were less likely to experience threats of violence, miss school

because they felt unsafe, or attempt suicide than those students in schools without LGB

support groups. A recent study found that LGB students had fewer suicidal thoughts and

attempts when schools had gay-straight alliances and policies prohibiting expression of

homophobia in place for 3 or more years.

To help promote health and safety among LGB youth, schools can implement the

following policies and practices (with accompanying citations)

· Encourage respect for all students and prohibit bullying, harassment, and violence

against all students.10

· Identify “safe spaces”, such as counselors’ offices or designated classrooms, where

LGB youth can receive support from administrators, teachers, or other school staff.

· Encourage student-led and student-organized school clubs that promote a safe,

welcoming, and accepting school environment (e.g., gay-straight alliances or gender and

sexuality alliances, which are school clubs open to youth of all sexual orientations and

genders).

19
· Ensure that health curricula or educational materials include HIV, other STD, and

pregnancy prevention information that is relevant to LGB youth (such as ensuring that

curricula or materials use language and terminology.

· Provide trainings to school staff on how to create safe and supportive school

environments for all students, regardless of sexual orientation or gender identity, and

encourage staff to attend these trainings.

· Facilitate access to community-based providers who have experience providing health

services, including HIV/STD testing and counseling, social, and psychological services to

LGBTQ youth.

Legal Bases

The Philippines is ranked as one of the most gay-friendly nations in the world, and

the most LGBT friendly in Asia. The country ranked as the 10th most gay-friendly in a

global survey covering 39 countries, in which only 17 had majorities accepting

homosexuality. Titled "The Global Divide on Homosexuality," the survey conducted by

the Pew Research Center showed that 73% of adult Filipinos agreed with the statement

that "homosexuality should be accepted by society," up by nine percentage points from

64 percent in 2002.

In the classical era of the country, prior to Spanish occupation, the people of the

states and barangays within the archipelago accepted homosexuality. Homosexuals

actually had a role of a babaylan, or a local spiritual leader who was holder of science,

arts, and literature. In the absence of the datu of the community, the babaylans,

20
homosexual or not, were also made as leaders of the community. During the Islamic

movements in Mindanao which started in Borneo, the homosexual acceptance of the

indigenous natives were subjugated by Islamic beliefs. Nevertheless, states and barangays

that retained their non-Islamic cultures continued to accept homosexuality. During the

Spanish colonization, the Spaniards forcefully instilled Roman Catholicism to the natives

which led to the end of acceptance of homosexuality in most of the archipelagic people.

These deep Catholic roots nationwide (and some Islamic roots in Mindanao) from

the colonial era resulted in much discrimination, oppression and hate crimes for the

LGBT community in the present time

The LGBT community remains as one of the country's minority sectors today.

Lesbian, gay, bisexual, and transgender people often face disadvantages in getting hired

for jobs, acquiring rights for civil marriage, and even in starting up personal businesses.

Most non-heterosexuals also have a higher rate of suicide and suicide ideation

compared to non-homosexuals. For example, most Filipina women who identify as

homosexual or bisexual have a high rate of suicide and/ or suicide ideation. According to

an international research, 10% of the world's population are theoretically part of the

LGBT community, out or not, including 12 million Filipinos that may experience

discrimination based on who they are. This has led to the rise of the cause for LGBT

rights, defined as the right to equality and non-discrimination. As a member of the United

Nations, the Philippines is signatory to various international covenants promoting human

rights.

Some rights of LGBTQ all over the world:

21
· Family Equality Council

· The GLBT National Help Center

· Human Rights Campaign (HRC)

· Parents, Family & Friends of Lesbians and Gays (PFLAG)

· Gays and Lesbians Advocate Defenders

· Lambda Legal Defense and Educational Fund

· National Lesbian and Gay Law Association

22
information and findings and our study will focus to the Senior High School students in

Laguna College.

B. Respondents of the Study

The age range of the senior high school respondents are from 17-18 years old. School

Year 2017-2018. The respondents are Grade 12 students chosen from sections STEM 1,

STEM 2, STEM 3, STEM 4, STEM 5, ABM 1, ABM 2, ABM 3 and HUMSS in the first

semester of the school year 2017-2018. The respondents are randomly selected by using

Stratified Random Sampling where it's main advantage is how it captures key population

characteristics in the sample. Similar to a weighted average, this method of sampling

produces characteristics in the sample that are proportional to the overall population.

Stratified sampling works well for populations with a variety of attributes. For the STEM

strand, using the Slovin’s formula we end up choosing randomly selected 23 respondents

per section, in the ABM strand, there’s 24 random selected respondents per section, and

lastly in HUMSS strand, there 21 random selected respondents per section. The formula

that the researchers used is the Slovin’s formula (is used to calculate the sample size (n)

given the population size (N) and a margin of error (e). It's a random sampling technique

formula to estimate sampling size. It is computed as n = N / (1+Ne2). The researchers use

the Slovin’s formula to get the equal allocation of the respondents in Grade 12 in Laguna

College.

C. Instruments

The researchers used questionnaires for the selected respondent ages 17-18 years old

coming from the Senior High School students in Laguna College in the first semester of

24
 the school year 2017-2018. Questionnaires were set of printed or written questions

with a choice of answers, devised for the purposes of a survey or statistical study.

D. Sampling Technique

The researchers decided to use the Stratified Random sampling on collecting data’s

from the selected respondents. Stratified random sampling is a method of sampling that

involves the division of a population into smaller groups known as strata. In stratified

random sampling, the strata are formed based on members' shared attributes or

characteristics. These subsets of the strata are then pooled to form a random sample.

E. Data Gathering

The indirect or Questionnaire Method

1. The researchers formulate written questionnaires that can answer the statement of the

problems and the main problem.

2. The researchers gives or distributes the questionnaire to the respondents personal

deliver

3. The next thing the researchers used the Slovin’s formula to equalize the numbers of the

selected respondents in every strands of Grade 12 students in Laguna College.

4. The researchers let the selected respondents to answer the given questions in the

questionnaire in a random selected Grade 12 students in Laguna College.

5. The last thing, the researchers will do is to tally up the Senior high school respondents

answers from the strand of STEM, HUMMS/GAS, and ABM of Grade 12 students in

Laguna College.

25
F. Statistical Treatment on Data

The researchers decided to get the results of the survey by doing a tally. After getting

the tally of every question, the researchers made the graphs, figures, tables and made an

interpretation out of it. The percentage of the results of the survey is represented using the

pie charts.

26
Figure 2: Percentage of the senior high school students who has a family member or

friend that’s part of the LGBTQ community.

In this graph, the respondent students in ABM 3 said that they have a family

member/friend who’s part of the LGBTQ community. Their section has the highest

percentage on having an LGBTQ individual in their surroundings.

28
29
Figure 3: Senior High School students who get along with their family member or friend

that’s part of the LGBTQ community.

In this graph, the respondents who said that they have an LGBTQ member in their

family or circle of friends agreed that they get along with them.

30
Figure 4: Grade 12 students who are in favour of Same Sex Relationship

In this graph, the sections STEM 1, STEM 4, STEM 5 and ABM 2

have the highest percentage on saying that they are in favor of Same Sex Relationship.

31
Figure 5: Percentage of the Senior High School students who said that Same Sex

Parenting does not affect their perspective towards the LGBTQ community/individuals.

In this graph, more respondents from the section ABM 3 said that Same Sex

Relationship does not affect their perspective towards the LGBTQ community.

32
Figure 6: Senior High School students who are in favor of gays who dress like women.

In this graph, the sections STEM 1 and ABM 3 have the highest percentage on

saying that they are in favor of gays who dresses like women in public.

33
Figure 7: Senior High School students who are in favor of lesbians who dress like men.

In this graph, the section ABM 2 has the highest percentage on saying that they are in

favor of lesbians who dresses like men in public.

34
Figure 8: Percentage of Grade 12 students who agree that LGBTQ individual has their

own Rights against violence.

In this graph, almost all the sections agreed that the LGBTQ community has their

own Rights against violence.

35
Figure 9: Grade 12 students who have a friend/family member that’s experiencing

abuse and violations.

In this graph, the section ABM 3 has the highest percentage on saying that they

experienced to have a LGBTQ friend that has been abused or physically violated.

36
Figure 10: Depression level of the senior high school students in Laguna College.

In this graph, the sections STEM 3, STEM 5 and ABM 3 have the highest percentage

on saying that they have a LGBTQ friend that’s being depressed because of being

discriminated.

37
Figure 11: Violence and Discrimination level towards the LGBTQ individuals.

In this graph, the section ABM 3 said that they have a LGBTQ friend that’s

experiencing violence and discrimination.

38
Figure 12: Percentage of the most common causes of depression towards the LGBTQ

community.

In this graph, Discrimination is the most common problem of the LGBTQ individual

and it affects them mentally and physically.

39
Figure 13: Solution for depression towards the LGBTQ community.

In this graph, almost all the respondents said that they rather talk to their

family/friends that’s part of the LGBTQ community whenever they feel depressed for

being discriminated.

40
Figure 14: Percentage of the LGBTQ individuals in Laguna College.

In this graph, some respondents from 5 sections said that they are part of the LGBTQ

community.

41
Figure 15: Coping mechanism of the LGBTQ individuals.

In this graph, the most commonly thing that an LGBTQ individual do whenever they

feel depressed is to talk to someone very close to them.

42
survey instrument developed for this study, data were collected which addressed the

research problems posed in the first chapter of this dissertation.

B. Conclusion

1. Are Senior High School students aware of the increasing population of the LGBTQ

individuals?

Answer: Based on our survey, Senior High School students are aware of the increasing

population of the Lesbian, Gay, Bisexual, and Transgender Queer

2. How do Senior High School students handle the situation of having an LGBTQ

member in their family? If ever they have.

Answer: The respondent students in ABM 3 said that they have a family member/friend

who’s part of the LGBTQ community. Their section has the highest percentage on having

an LGBTQ individual in their surroundings. They handle the situation of having an

LGBTQ member in their family by talking to them and treat each other normally without

prejudice and unfairness.

3. How does LGBTQ individual manage to ignore the discrimination?

Answer: An LGBT deals with discrimination by talking to the closest person they know.

4. Do senior high school students get along with the LGBTQ individuals?

Answer: Most of the Senior High School students get along with an LGBT individual

except for the section of HUMSS with 0 percent.

5. Why do some of the students tend to bully an LGBTQ individual?

43
Answer: With a percentage of 4% in STEM 5 saying that they are in favour of gays who

dresses like women in public and a lesbian who dresses like men in public, and the

majority of the class are not approving this kind of activity. They tend to bully an LGBT

individual because they think that it is not appropriate for a man to act and dress like a

woman and a woman to act and dress like a man.

Recommendation

Recommendations to Commission on Higher Education

 On the basis of sexual orientation and gender identity in schools. Schools must

generate a regulation to spread and publish data about bullying or discrimination.

Change forms to more clearly differentiate and record incidents of gender-based

bullying on the basis of sex, sexual orientation, and gender identity, and include

these categories on all forms related to bullying, abuse, or violence against the

students.

 Issue a request instructing schools to respect students’ gender identity with regard

to dress codes, and participation in curricular and extracurricular activities.

Recommendations to School Organization

 Implement and support anti-bullying and anti-discrimination regulation

specifically with regards to gender identity. Inform one and all in the school that

if any incident happens about it, School management will give further concern in

relation to this issue.

Recommendations to Students

44
  Follow the rules and regulations regarding the anti-bullying and anti-

discrimination particularly when it comes to gender identity issue.

 Respect ones gender identity and try to get along with them.

 Be aware of the laws and punishment if someone abuse or discriminate an

LGBTQ.

Recommendations to Family

 Slowly digest the fact that your child is part of the LGBTQ and give equal

attention and love to your child.

 Support and encourage your child in every step of the way to avoid further case of

depressions, stress and worst is attempting to commit suicides.

Recommendations to Future researches

 Try to conduct a survey one by one by interviewing a subject and aim to be

sensitive about how an LGBT individual feels.

 Focus on your subject and make it straight to the point with no unnecessary data.

45
 Appendix A

Sample Questionnaire

Name (optional):

AGE:

YR: Strand: Section:

Living: Urban Rural

Questionnaires:

1.) Being a Senior high school student? Are you aware of the increasing population

of lesbians, gays and bisexuals inside and outside the campus?

YES NO

2. Do you have a part of LGBTQ Community in your family, relatives or peers?

YES No

3. If your answer in number 2 is yes. Do you get along with them? If your answer is

no, ignore this question.

YES NO

4.) Are you in favor of same sex relationship?

YES NO

46
 5.) Does it affect your perspective in LGBTQ community?

YES NO

6.) Are you in favour of a gay that dresses like a woman in public?

YES NO

7.) Are you in favour of a lesbian that dresses like a man in public?

YES NO

8.) Do you agree that an LGBT individual have their own rights against violence?

YES NO

9.) Have you experienced to have an LGBT friend that has been abused or

physically violated?

YES NO

10.) Do you know an LGBTQ individual who's depressed because of being

discriminated?

YES NO

11.) Do you know an LGBTQ individual whose experiencing violence and

discrimination? Physically, emotionally, and mentally?

YES NO

47
 12.) If you know someone who's a lesbian, gay or bisexual who's experiencing

violence and discrimination. what do you do? to make them feel safe?

Talk with them

Tell them to sleep a lot

Eat with them or have fun

Other answers (pls. specify)

13.) Are you one of the LGBTQ people?

Yes No

14.) How do you or LGBTQ people cope up depression?

Want to be alone?

Eat a lot

Sleep or take a nap

48
 Talk to someone who's very close to you

Others (pls. specify)

15.) If you know someone who’s an LGBTQ that is experiencing violence and

discrimination? Is she/he are affected?:

Yes No Physically Emotionally Mentally

Violence

Discrimination

49
 APPENDIX B

Scale

Statement of the Sample Instrument Instrument#

problem

1. Are SHS students Senior high school Questionnaires Question 1

aware of the students in Laguna

increasing College

population of the

LGBTQ?

2. How do Senior Senior high school Questionnaires Question 2

High School students in Laguna

students handle College

the situation of

having an LGBTQ

member in the

family? If ever

they have.

3. Have do an Senior high school Questionnaires Questions 12 and 14

LGBTQ students in Laguna

individual manage College

to ignore the

discrimination?

4. Do senior High Senior high school Questionnaires Question 3

50
 school students students in Laguna

get along with College

the LGBTQ

members or

Individuals?

5. Why do some of Senior high school Questionnaires Questions 4, 5, 6 and

the students tend students in Laguna 7

to bully an College

LGBTQ

individual?

BIBLIOGRAPHY

51
[1] Office for Civil Rights, Cambridge Technical. (2016). Equality, Diversity, and Rights

in Health and Social Care. Retrieved from http://www.ocr.org.uk/Images/258655-

unit-02-equality-diversity-and-rights-in-heal th-and-social-care.pdf

[2] National Resource Center on Domestic Violence. (2016). LGBT Communities and

Domestic Violence. Retrieved from http://www.NRCDV.org/LGBT-

Communities-and-Domestic-Violence

Centers for Disease Control & Prevention

[3] U.S. Agency for International Development. (2014). Being LGBT in/ Asia. Retrieved

from http://pdf.usaid.gov/pdf_docs/PBAAA888.pdf

[4] https://ph.search.yahoo.com/search;_ylt=AwrwNF09i

Aha8pQAPAqzRwx.;ylc=X1MDMjExNDczNDAwMwRfcgMyBGZyA3locy1tb3ppbGx

hLTAwMgRncHJpZANfUXpvLkhDbFM5MnhQZmVfZllHQjdBBG5fcnNsdAMwBG5f

c3VnZwMwBG9yaWdpbgNzZWFyY2gueWFob28uY29tBHBvcwMwBHBxc3RyAwR

wcXN0cmwDBHFzdHJsAzI4BHF1ZXJ5A0xHQlRRJTIwY29ubmVjdGVkJTIwdG8lMj

BISVYEdF9zdG1wAzE1MTA1MDg2MjY-?p=LGBTQ+connected+to+HIV&fr2=sb-

top-search&hspart=mozilla&hsimp=yhs-002&csel=1

[5] https://www.hrc.org/resources/hrc-issue-brief-hiv-aids-and-the-lgbt-community

[6] https://www.hrc.org/resources/sexual-assault-and-the-lgbt-community

[7] http://www.liberateyourself.co.uk/lgbtq/what-is-lgbtq/

[8]http://features.billboard.com/gay-pride-month-2017-love-letters-to-the-lgbtq-

community/

52
[9] https://www.bustle.com/articles/175470-what-does-queer-mean-5- things-to-know-

about-the-q-in-lgbtq

[10] https://www.usatoday.com/story/news/nation-now/2015/06/01/lgbtq-questioning -

queer-meaning/26925563/

[11] http://www.unimedliving.com/relationships/building-relationships/ gay-

relationships/same-sex-relationships.html

53